My role covers all the knowledge management that relates to children's services. It's a huge task, covering everything from the collection and analysis of data on school performance and safeguarding looked-after children, to helping schools run their information management systems, designing policies about the development of children services, helping schools to prepare for inspection and handling complaints about freedom of information and data protection.

I was a headteacher for 10 years, so this job is very different, not least because it's very technical and I'm the most untechnical person! But it's all about using people who do know what they are talking about and helping them to be effective. I really like having the big-picture overview - it's given me a very different perspective.

I'm usually the first to see new data, and when something crops up, whether it's a safeguarding issue or an attainment issue, we can take alert schools straightaway. For example, we noticed that black African boys were far and away most likely to be excluded but were also among the most high-attaining. It's the kind of thing that as a teacher you might suspect, but when you have the data you can actually do something.

The most challenging thing is keeping up with and responding to constant change - which is exactly what heads and teachers say, too. A lot of the change has been positive, and I'm not saying we're resisting it, but nothing ever seems to stand still. And also, I suppose, the constant business of trying to do the professional job that the schools deserve while having to get by on fewer and fewer resources, is very challenging.

The best bit is seeing the end result in schools. Knowing you're making a difference is very satisfying.